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本文引用的文献
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Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis.
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Relations of different types of numerical magnitude representations to each other and to mathematics achievement.
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Association between individual differences in non-symbolic number acuity and math performance: a meta-analysis.
Acta Psychol (Amst). 2014 May;148:163-72. doi: 10.1016/j.actpsy.2014.01.016. Epub 2014 Feb 26.
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Numerical predictors of arithmetic success in grades 1-6.
Dev Sci. 2014 Sep;17(5):714-26. doi: 10.1111/desc.12152. Epub 2014 Feb 28.
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Acuity of the approximate number system and preschoolers' quantitative development.
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Indexing the approximate number system.
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Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.
J Educ Psychol. 2013 Jan 1;105(1):58-77. doi: 10.1037/a0030127.
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Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement.
PLoS One. 2013 Jun 13;8(6):e67374. doi: 10.1371/journal.pone.0067374. Print 2013.
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Education enhances the acuity of the nonverbal approximate number system.
Psychol Sci. 2013 Jun;24(6):1037-43. doi: 10.1177/0956797612464057. Epub 2013 Apr 26.
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ANS acuity and mathematics ability in preschoolers from low-income homes: contributions of inhibitory control.
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